011526 Board Meeting

001I didn't even recognize myself. I know. >> I did not learn about that. I don't know. Good evening. It is 6 p.m. and I'm calling to order the Sunnyville School District's regular board meeting. I see that all board members are present. So we can begin with the translator. Please give instructions on translation services available. >> H yes of course. Good afternoon. We will be using the Zoom trans interpretation feature for uh English and Spanish. Everyone must choose the language of preference when the host uh begins the interpretation. I will now repeat the instructions in Spanish. Thank you so much. Please note that a recording is being made at the direction of the board and the recording may capture sounds of those attending the meeting. We're moving on to approval of agenda. If there's any member

002of the public who would like to speak on this item which is solely about the agenda, please raise hand um or please turn in the blue card or use the raised hand feature online. So seeing any is there a motion to approve the agenda? >> I move to approve the agenda as it is. Second. >> Oh, do I have second? >> I second. >> Okay. Are there any questions or comments? All those in favor say yes. I any opposed? Um so moved by Miss Trusty Hum and seconded by Trusty Graphetta. Item passes unanimously. Um we're moving on to close session. If there are any comments um pertaining to close session items, please raise your hand or turn in a blue card. Are there any public comments for this item? All right. So, we will now

003recess into close session. The time is 6:02 p.m. We expect to return shortly after 6:30 p.m. I just don't know how to >> There's a It's cheap. Oh no. Oh yeah. I had It is now 6:33 p.m. and I'm calling back to order the Sunnyville School District's regular board meeting. We will be recommending to close session after item A. So there is nothing to report out at this moment. We're moving on to flag salute agenda item seven. Tonight's flag salute will be led by >> your name. >> Jeremiah. >> Where are you from? >> Columbia. Thank you. >> Ready? Begin. I pledge of allegiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> Thank you,

004chairman. >> Okay, we're moving on to item eight, the living land acknowledgement. And today that will be read by >> Viviana. Viviana the N from S. >> Yes. >> From Columbia Middle School. >> Sunnyville School District is located on the ancestor unled land of Moaka Aloney who have Aloney tribe who have peacefully honored and cared for the land for thousands of years. We've recognized every member of the Senville community continues to benefit and use the occupation from this land. We acknowledge our responsibility to learn from the wisdom of the Aloney people and consider that we might need to repair injustices to move forward together in honorable ways. Thank you, Liviana. We're moving on to item nine, reports, and we'll start off with student reports. At this time, I'd like to hear from student board representatives.

005We will start with Sunnyville Middle School. Good evening, board president Brewster, trustees, superintendent Crosley, and community. We are excited to share about some of the recent events at Sunnyville Middle School. Our seventh and eighth grade students recently concluded their winter Olympics competition. Over a span of three weeks, students were paired up with their peers across every period and would play various sports to accumulate points for the team each day. Some of the sports played were hockey, volleyball tennis, and big ball. Over the 3-we period, each team or country went after the points until a final team winner was crowned. This event is very wellun, and every student I know had a lot of fun competing against their friends. This is just one of the many PE run events that help to spark community. Events like

006these are not only fun, but also encourage friendly competition and spur many conversations between students. Personally, I have made a lot of new friends through my winter Olympic tapes, and I know many other students have as well. We also recently had a student initiated fundraiser at our winter concert, which successfully raised $2,12 for Sunnyville Community Services with the help of our student nutrition teacher, Mr. Herrera. Now, Kyla, one of the students who helped run the fundraiser, will talk about her experience. Hello, my name is Kylie Ron. I'm a sixth grader and I am one of the leaders of a fundraiser that we held on December 9th, the day of our winter concert. It all started when my friends and neighbors Celia Sahana Samraar and I heard that the government recently had a shutdown which means

007that all the people who rely on the government for their groceries don't get them for the amount of time that the shutdown lasts. We decided that we had to take action. We met up on weekends at one of our houses and debated how we could help. We arranged to do a fundraiser to sell homemade crafts and baked goods and called it little kids big hearts. Then thought we should involve the school. We asked Mr. Herrera, the food and nutrition teacher, and some other friends to support us. With the help of Mr. Herrera and the SMS staff, we were able to expand this fundraiser to our winter concert. We set out on donating all of our earnings to Sunnyville Community Services, a nonprofit organization. We went to Mr. Herrera's on the day before the fundraiser and

008prepared all the food. Our stand outside of Zenotas earned $1,600 and we ended up selling out on pretty much everything at the concert and donating an additional $2,12 to Sunny Community Services. This experience shows that just an idea that some kids had can make a huge difference in the community when we put our head together and work towards a goal. Kyla and her friends showed starting pride leading the fundraiser. Specifically, they showed empathy and determination in hosting a fundraiser for those in need in our community. This is one example of our students showing spart and pride. We recently had an event honoring students who show spart and pride around campus. This was the first time we have done this and it was a huge success. Each staff member had the opportunity to select students for

009each category of pride from prepared to empathy. All students who were identified by teachers by exemplifying one of the attributes of pride were invited for a pancake breakfast hosted and cooked by none other than this important because it showed students that they are appreciated for their hard work promoting smart kids. This is one of the ways our school community celebrates our achievement and sing. On behalf of Sunnyville Middle School, thank you for your support, taking the time and interest to listen to our school's growth and development. Furthermore, we also heard that it's more appreciated, so we have a small gift for you. Thank you for your service. Thank you, Kayla, Kyla, and Ellie. And we're going to be moving on to Columbia Middle School students, please. Good evening board members, Dr. Cler and community. My

010name is Ada Bing Camp and I'm the seventh grade president here at Columbia Middle School. Some things that you might want to know about me is I'm a student athlete here at CMS, but I'm also a student athlete outside of school and I play for a competitive softball team. We the future of Columbia Middle School. We appreciate your time and chance to share our student voices tonight. We are excited to share some updates from our school like sports val Valentine Rams most importantly the Valentine's dance. I'm excited to say that I was able to be a part of the leadership class at CMS this year and the class that we in that class we get to organize activities such as dance haunted houses and other fun activities. Also, as being the seventh president at Columbia

011Middle School, I get to be part of selling balance. Valentine parents are fal present for you or your friends that contain candy, stuffed animals, and fidget deliver on the last week of February before break. Whatever up one of our upcoming events is the Valentine's dance. at at the volunt we we will have cornhole booth a photo booth and fun cultural dances and and other fun exciting news we will have exciting cultural dances we get to learn during PE so everyone knows and understands everyone's culture and are able to take part in these dances one of the one of the songs that we're going to play is the Cupid shuffle which is originated in the USA now for the sports last season we had volleyball which I took part in and we did pretty good. We

012also have co cross country and they did pretty good last season. This current season at CMS offers girls soccer and boys volleyball. This I participated in girls volleyball last year and this year and my sixth grade year we played ball we played in girls volleyball and we went to the finals this year we make it a lot further with your support. As for our current sport, girls soccer 67 and they're not doing the best but seven and eight are doing a bit better. Thank you for letting me have this opportunity. >> Good evening. My name is Isabella Hibs and I'm an eighth grader at Columbia Middle School. We are here to represent Columbia Middle School and I am here today to talk about all the exciting things happening in my classes at Columbia Middle School.

013Firstly, I want to thank you all for your leadership and listening to us share and uplift student voices. At Columbia Middle School, I am the elected AVID, which helps students get prepared for college and helps us on things we're confused about. In Abid, we are writing an essay about how procrastination and mental health are related to each other. This helps us prepare for college, but especially for high school, because it allows us to understand the things that can distract us from doing work and how to avoid it. Another class I'm in is algebra 1. In algebra 1, we are learning about sequences and functions and how they are different from each other. A a sequence is a list of term numbers that are integers which can't have negatives or decimals in the term. Meanwhile, functions

014are when x can only have one element of y. They are different because functions can have negative negative and decimals in the terms that sequences can. In ELA, we are preparing to read the book Frankenstein by Chris Groy. We are currently making a monster on how we perceive a monster. I've learned that Frankenstein was written during the industrial revolution which in summary is when machines started to take over jobs and the people who got their jobs taken away got frustrated which created the indust industrial revolution. In social studies we are learning about how Andrew Jackson and what he did for America. Currently in social studies, we are reading TCI sections and lessons and filling out questions that come with the readings to summarize what we read about. My teacher goes over what we read about

015and answers questions we have. This is helpful to my learning because she makes sure that we actually understand what we're learning and makes it interesting. In conclusion, all my classes or my classes are interesting and prepare me for hair school. Thank you for giving me this opportunity to share my experience at Columbia Middle School. Have a good day. >> Good evening. My name is Jamar Martinezar and I'm the sixth grade student body president for Columbia Middle School. I would like to tell you about our Ruby Bridges walk we had last month. For our Ruby Bridges walk, we brought some people together during lunch and walked around the house. This wall was to honor Rudy Bridges who was the first Africanamean student to attend an allwhite school. We had a great we had an eating a

016couple of weeks ago. Our parents came and brought us lunch and ate there with us. Lunch that day was extended by 20 minutes. So, we had an hour lunch. During the evening, there was an option where we could break for items. A few weeks ago, we had a fiesta sweater party. It was a party where you could bring your family and friends to enjoy the holiday season. It was held after school from 5 to 8:00 p.m. You would go there to receive the items that you have bidded for and you could also bid items. You can also wait for items there. They offer people cry candy, pizza, and popcorn. In clubs, basketball club is held during I mean is held during lunch and wrestling club is held every Friday after school. We have a spirit

017week at Columbia Middle School a month ago and the first day was cozy day where we brought a blanket or stuffed animal. The second day was fictional character day where we dressed as a fictional character. And the third and the third day was six um was great day where sixth graders dressed like babies, seventh graders dressed like kids and eighth graders dressed like old people. The fourth day was white out day where we all wore white clothes and went to the multi to have a snowball fight. The fifth grade was ugly sweater ugly sweaters. In our future at Columbia Middle School, we will sell candy on February 9th to 12th. You could buy them for a special summer and you could leave them a special inside. The Valentine's Day will be delivered on February 13th

018for Valentine. In sixth grade science, we trying to figure out if something is living or dead or was never alive. To figure this out, we will observe certain objects for a few days and see if this shows any of the seven characteristics of life. Those characteristics are growth, reproduce, movement, respawn, nutrients, gas exchange, or death. Some things you might be interested to know about me is I like to play football car shows and patrol festivals. I like to work hard and have a fun time. I have a inviting every student and staff member to a police party at the end of the year to make it happen. I am fun and I would like to ask anyone like to contribute. Please feel free to visit us and donate at our school. Thank you for considering.

019Thank you for your time and have a good evening. much. At this time, I'd like to invite all of our student reporters and um principles and to come up for a picture with them. Congratulations. >> Jeremy's coffee on the top. And I want to make sure I can see everyone >> closer to Vince. >> Perfect. >> Go back. >> Good. All right. Ready? One, two, three. One more. One, two, three. Got it. >> Thank you so much. Thanks for Thank you. Thank you once again for coming. We are on agenda item 9B superintendent report. >> Thank you, President Brewster. Happy new year everyone and welcome back. So great to have our students and hear their updates again from CMS and SMS. I want to just uh you know I know it's it's the new year,

020new opportunities, resolutions and things, but the start of 2026 has not been easy. And so I just want to acknowledge the fear, the anxiety that many of our families, our staff, and our students are are feeling as I don't even want to call it immigration enforcement, but it's more about im intimidation tactics that are happening throughout the country and they're being used to threat and intimidate communities and especially our young people. So, I just want to again reiterate that here in Sunnyville, we are we remain committed and we stand with our families um and our commitment to ensure that our schools are safe and welcoming for all of our students, staff, and our families. And so, I want to acknowledge our school board on board appreciation month for their SFS leadership. I also want to

021take a moment to acknowledge all of our staff across the organization and of course our families, our parents, and our communities. Um, and as a district, we will continue to lead with compassion, clarity, and especially courage at moments like this. Um, let's go to the next slide, please. So, it's trusty appreciation month, and I want to thank all of our schools, our our scholars, our staff who took their time to write these beautiful, heartwarming messages, cards. You can see them around in in the boardroom. We got um you know from from so many schools even uh I know that now I know that you're all using AI because we got some pretty cool AI images as well. There it is right there. And so it's just pretty amazing. So just again thank you for everything

022you do. It's just a small little token of appreciation to acknowledge your time commitment and everything that you offer the Sunnyville School District as well. And we have a a little brief video on the next slide from one of our schools. Thank you for everything you do to make our school. >> Go Eagles. Thank you so much for submitting that video. Uh let's go to the next slide, please. I have a few things to share with you. So, first I want to thank our school board for the opportunity to attend the Gates Foundation, the Learning Analytics and Evidence Advisory. I was there yesterday and the day before and it was a international group that came from different countries and all over the United States and included a few of us from K12. There was three

023people. I was the only superintendent there, two assistant superintendent, and we had nonprofits there. So we had professors, we had uh investment firms, universities etc. But really it was an opportunity for us to convene around you know how do we reimagine what's happening in schools in terms of evaluating their work student impact and then how we can best use today's tools and technology to move away from a one-sizefits-all approach to personalized instruction and making sure that our students and staff have the tools to better support for you know schools and districts and overall kids. Uh so it's just a great opportunity to be in that space. It was a lot of work. It was imagine being in like heavy uh lecture discussions but all day you know and we got like we did get a

024lunch uh some really brief breaks but it was just a great opportunity to be there and to represent Sunnyville in that space. Let's go to the next slide. And so again, it's an opportunity for us to again revisit as we're going through this process of an ELA pilot and looking at other instructional tools, but also addressing some of the things that we know that we need to continue working on improving on, such as our multi-ter systems of support, also known as MTSS, and again asking ourselves, how else can we better support our staff to make sure that they have the tools and that the professional development that they need, but also knowing that we got to do it in collaboration. It is not about the superintendent of the board saying that everybody will do the

025following. But we're engaging in some of these conversations and given all the fast changes with AI is one is we know it's here. It's not going away. But what else do we need to do as an organization to build up literacy with our staff, right, our parents, but also with our young people? And there was a recent article and I know uh Dr. Valentine is heading off to Finland next week. And so I asked her to check in on this for me, but Fillian has started AI literacy um and it's in kindergarten. And so they threw it all the way up and it's uh something that we got an opportunity to learn from as well. Um and and I'll tell you there's theoretical models using AI that are modeling or mimicking students and how they

026respond. Um so many things that are happening at such a fast pace. And so there's some dangers out there as well. We need to recognize that. But at the same time, we need to continue building capacity across the organization to ensure that our young people as well as the adults are aware of what's out there and what it should be uh be wary of as well. But the other thing is this is also potentially an opportunity to address some equity gaps that we have not only here in Sunnyville but in other areas as well as a nation. And so this is a report that should be is expected around March and uh just hope to be able to share more information with you um in the near future. Um happy to announce and uh I

027know I've mentioned this to some people in the past. Let's go to the next slide is that I'm going to we're going to be uh creating a certificated superintendent advisory committee. And you can see there are reasons why there uh but really I want to be engaged in more conversations with our certificate employees around instruction and what's happening in the classroom. What are we doing to do differently to sort of align to some of the conversations from the gates foundation but really an opportunity to think about where do we want to be in the future along our strategic plan our vision etc. So we move forward and more details to come in the near future. Uh my goal is to have at least one meeting before the end of this year, but try to have

028two to three uh meetings the following school year. And with that, let's go to the next. Yes, >> question. So, thank you, sir. Just a clarifying question. So, for certificated staff, are you talking about classroom teachers as well as people from the district office? Like, will it be >> Yeah, it'll be more sites than district office. It'll be I'll be the district office person. >> Okay. but really with our our with our staff at the school sites but not just the classroom teachers but also um staff who are providing direct support to our kids could be outside. Yeah. >> Uh let's go to next slide please. The one after that. So just want to give a provide a brief update on the after school program. So we are anxiously moving forward with um expanding the

029after school programs and this is an opportunity for us to learn so that we can revisit how we can best serve the community for the 26 27 school year. We're expanding on a limited basis at Bishop Ellis Lakewood and San Miguel Elementary. Uh this will be an afterchool program till 6 o'clock like the other programs and supports that we offer in our district. Um and again as I mentioned earlier with looking at using this experience these experiences to expand our service services and offerings for the following school year. And so there's been some communication and more will be going out um in the near future. Um and right now we're looking at about 480 costs $480 a month per per child. And again the the pilot programs or the sites were selected on the number

030of students on the wait list based on the ELOP program for KL. Um and then we will be providing priority for ELO students or ELO eligible students and then again we're going to re be revisiting and other students will be selected based on the lottery but we will also be taking into consideration siblings and revisiting our current um process for selecting and identifying students as well because it's been a little difficult once you're in um it's hard to get additional openings for for families as well. And so with that I also have one more presentation briefing is I want to pass it over to Dr. Mr. Nishihara soon to be doctor update regarding enrollment projections. >> Thank you. Um next slide please Jesus. Good evening and this will be just a quick update on our

031enrollment trends based off of our demograph demographers report. I'm going to start off by handing out um just the summary that you can read at another date. Um but these are the highlights from um the enrollment projection report. Um I will not be going as fast as our next generation of students. Some of those students were giving me a run for the money at how fast they were speaking. Um so I was pretty impressed but I will not challenge them in this in this in this. Okay. Thank you. Jesus. The first slide is our enrollment timeline. So this is just on the course of the life cycle of the school year. We're right in the middle. So the enrollment update presentation is here. We based off of the demographers report that we send the information

032once the school year starts. We wait until the 5day school count at the beginning of the year just to really make sure we know um the students that are actually with us and then the second half of the year becomes what we do with that information is the hiring season um once registration starts. Next slide please. So quick look back a brief enrollment history is basically in one word fluctuation. So, um, I just picked a couple of arbitrary timelines to illustrate what we're talking about. So, from October 2019 to September 2022, our overall enrollment declined a thousand students. So, our peak was around 6,500 students. Over that that time period, we dropped to 5456. You could say, of course, that was during the pandemic time, but our enrollment was already starting to decrease primarily with

033um birth rates kind of coming down and then the cost of living of Sunnyale starting to go up. it was becoming more expensive for um families to to reside. So in general um then from September 2022 to September 2024 those two years our enrollment has actually increased booi by 300 students and primarily due to the expansion of transitional kindra and then most recent numbers um from this from last year to this year apples to apples from September 2024 to September 2025 our enrollment decreased 92 students overall across the district. Okay, next slide please. This is a graphic illustration of that if you like numbers. So this eye chart, but I wanted to point out so number one was at point of 2019 where we had 6,439 students districtwide. And then the number two there shows

034the the thousand student drop. And then the three in the corner shows you can see that that beginning column of TK as it started to scale. Um and so this this year was the first pool implementation with 386 transitional kindergartens. There is something I want to point out is the 386 as opposed to a full kinder cohort of 572. Um we're unclear if it's ever going to reach that amount just because sometimes the four-year-olds um families will choose to hold them out of TK and start them in kinder. So we're going to watch that pretty. So that's the history. Next slide. All right. This is another way to look at it. So, I pick five points every year so that we can kind of see the enrollment trend because we just said, "Oh, our enrollment

035is 5,400 students in October." Um, it's actually not true because we kind of fluctuate there because what we're looking for is patterns to make sure we're staffing appropriately to hit kind of the peak. Um, and so you can kind of see those two big drops, but um, over the course of each year it does fluctuate. So we tend to have seen in the past it would um our school year would start it would rise in the middle and then drop down by the end of the year. So that persisted up until those two dramatic declines. But you can kind of see that there's been this steady increase the past couple of years. So that's just something we're watching. Last year we returned to kind of the normal that little uh hump if you will where

036we start and then we add to the middle and then we kind of come down. Just another way to look at it for us visual learners. And I'm sorry, this this uh graph illustrates transitional kinder to eth preschool is not included. All right, the demographers report the key is is to look ahead. So here are our five-year enrollment projections. As we said before, these are approximately correct. Um so kinder enrollment will continue to trend down. Okay, so the kinder cohorts pre2020 were around 700. Then they dropped to 600 during the 2020 to 2022 and the past three years were now in the 500s. So you can see that's a structural decline as we just have um base kinder's lower amounts of kinder coming in. So what that means is we're going to decline enrollment in

037our elementary schools for the next couple of years about down projected 193 students through 2028. So we're projecting flat middle school enrollment as those bubbles kind of work their way through. But around 2029 is when those smaller K cohorts are going to start to hit middle school. So then middle school will come down. Okay, next slide please. Here's another way to look at it with the numbers. So these are forward looking. So um future results may vary but yes so the number one is around our projection next year we're looking at 5632 students and then in 20 by 2030 we are projected to decline by 5376. You can see how um middle school maintains for the first couple of years that 1700 number and then starts to come down. Next slide please. This is a

038um attendance area based by based on birth rate. So this is not what is actually going to happen because there's a lot of variables with our um uh open enrollment process and the huntos program in Fairwood. But if you just look at the birth rates by attendance area, you can kind of see the trends. And so we are declining. you know, 55 three years out, Lakewood is going to be down um uh what el eligible students living in the attendance area of Lakewood be down 54 students from today. I do want to highlight San Miguel, this is without the program is going to be increasing a little bit. So, there's something for us to keep an eye on. And then look at the two middle schools. um they're actually this going to flip and I

039think that has to do with just the projected development kind of in the north where we have Moset Park eventually coming online five years from now potentially is why um Columbia Middle School's attendance continues to r is projected to rise based on births while Sunnyville Middle is projected to decline and then what do we do with the next slide please what do we do with this information now going forward um we're going to start the open uh registration process and open enrollment and staffing having conversations with all school sites in February. And then um open enrollment, this is always a big question, is part of the registration process. So this is my two seconds on my soap box. You must register first before taking part in open enrollment. I am not talking to the five

040of you. I'm talking to the audience out in the world. Um so just remember, register first starting February 1st, then you can go through open enrollment process. All sites will be open for application next year, but limited capacity at Chichi, Cumberland, Ellis, and Sunnyville Middle Schools. again given their overall large um larger enrollment. Um but we do want to evaluate on a case by case basis to prov to try and provide choice for our parents. Next slide please. So then um next steps for the remain for enrollment for registration for next school year. Registration will begin on February 1st. Open enrollment runs those first two weeks. The open enrollment lottery is then conducted in March April time frame. school sites will um conduct intent to return with their all registered students now just so we

041can kind of get a handle on what our true enrollment would be for next year. Summer registration when the school sites closed we bring that inhouse um here and run centrally and we do tap a few uh staff members to help us process so that when the school sites return they're not starting with a big pile of of students that need to be registered. So um we'll see many ins and outs during August and then the first day of school is actually TBD because we have on the agenda tonight just for discussion only the 2627 calendar and that is the general uh enrollment update. >> Thank you Mr. presentation. Okay, we have a question on the presentation. We're allowed to ask questions about the presentation, right? >> Okay. So, just clarifying questions for the um

042after school after school childcare and um access to it with together. Um you said that it's um in the $450 range or something for >> 480 per student. that that's means that so you're still going to accept some students who are on the wait list at the at the low cost rate but then some families could pay so they're not they're not they don't have to qualify. >> Yes, that is correct. >> Okay. So it's open to anyone like a neighborhood person they don't qualify for >> the um lunch they can still attend. >> That is correct. Yes. >> Okay. And then um the targeted start date you said February or >> the 23rd February 23rd I believe >> right after break. Okay. And then um you said that there's information going out to schools.

043Will the board also get information about like what that program is? >> Yes, we'll get that information and I know Aaliyah is working with Paul Sllayton to also make sure that we put that out as well. >> Okay. And then I had a question about the enrollment because usually get like a a long little longer presentation about that. Um where is my question about enrollment? Oh, okay. So for um for the enrollment Oh, shoot. I just wrote it down. >> Well, I have a quick moment real fast. Um Jeremy, I'm just trying to remember the last couple of years. Um the like the decrease seems to be smaller this year projected than it has pastures. Is that correct? >> That is correct. >> Okay. >> And it's been kind of offset by the increase in

044the the fully expansion of TK. Yeah. >> And kind of to be honest like >> the >> Well, it's always the guessing game. We don't know how people are going to move in and out and >> Right. Yeah. And then um like when we saw those big drops like that that was the majority of the folks moving out of the area we yeah it's unlikely for us to continue to decline to zero. So >> but you are correct it is flattening out because we've seen the results of lower birth rates and the cost of the impact of cost of living. >> Okay I remember my question. So in the p like so we did have that one really fun graphic of the race of the you know >> the history of enrollments. Yes. >> Correct.

045So it was like this, you know, the school is trending up and down. That was kind of fun. But um in general, is it still a trend where like there's just more growth on the north side in general? >> More growth on the north. >> More less less decline. >> I think there's a lot more housing being built. >> Yeah. >> Like when I saw the San Miguel one, there's like those comments and it usually takes I think like I think there's apartments in the past like 5 to 10 years. >> Yeah. And there are a whole bunch of things like across the street from San Miguel that were built like five or 10 years ago. >> Yeah. Just ask asking if that's still the trend when you were looking at it for the because

046you have that one graph or one the one chart where you're talking about >> Yeah, I would point you to the um the the the page with the school sites and then the projected birth rates of students within that attendance area absent open enrollment and other you know special programs. Um it does show though regardless of the housing increase is that like this there's just overall less students being generated in our area and I we attribute that to cost of living even though additional housing units are coming on board. So we are seeing um you know just if we're again looking at that chart Bishop is actually going to see one of the larger hits down 61 students of those that are residing in that attendance area but they could be going other places >>

047and Lakewood too. >> Lakewood as well. Yes. Because I think in the past we thought that it was a little that the north was being a little more insulated. Okay, that was just my question. >> But we were like I said we're watching those I think those trends that I used to tell you are starting to um not be absolute truths anymore. So we are watching. So we might be in that pivot. >> Um I didn't want to cut off the conversation. I just wanted to clarify this is a later agenda item 14. Um all the information that you are that was presented is linked in agenda information item 14A the demography. That's >> correct. >> So are we not going to be having um a presentation and discussion at that time? Is this the

048time to >> this would be the time? >> This is the time. Okay. Okay. For for anyone tuning in, you can go to the agenda item and open the the document there. >> Yes. The food report is available for everyone to really dig into. Okay. Are there any further questions or comments? Okay, we are moving on to board member reports. We will start with Trusty Watson. Okay. Thanks. Um so, uh I did send in my activities. I wanted to update the board on a couple things that a couple things that were in there. First of all, um Christia and Brster and I attended the wellness committee meeting in December and um they mentioned that there was a mental health they're planning every seme sort of like the fall chunk of the calendar and then the

049spring chunk of the calendar they're planning a student and a um adult activity. So for the students in the fall, the big multischool plan was the Ruby Bridges walk to school activity and I think it sounds like they had all the schools participate in that. Um and they talked about all the different ways that they did it at each different school and in the spring uh the plan is to have an event or series of events all across the district for mental health awareness month which is May. Um, and then the adults activity in the fall was sort of a fitness competition that tied in with some insurance benefits that Jeremy could tell everybody about. Um, but the in February they're going to do a a challenge that's more around um, uh, random acts of

050kindness with the staff. And so that's I mean I thought that was very sweet. So that's that's the big update from the wellness committee. Um, also I wanted to update the board that um, uh, Trusty Hubis from Rich and I went to, um, as part of our facilities, uh, committee, you know, ad hoc committee invitational, we went to with the facilities team to go check out the FUHSD boardroom. And so we were looking at the room in terms of safety features, technology, microphones, zoom capacity, and um also their fabulous finishes that they have there. Uh so we get lots of feedback, but we also listening to all the technical requirements and architectural the space requirements and stuff. So it was really interesting. Um and I'm sure we're going to talk more about facilities soon. Um,

051and then the other thing I wanted to mention was that uh, Trusty Hogus and I because we're on the legislative action committee for Santa Clair County School Boards Association, we've continue to have more advocacy meetings. So, we met with Congresswoman Sofin, Assembly Member Alex Lee, and um, policy team for Senator Dave Cortezi. We've just been continually advocating for uh socioeconomically disadvantaged students, English learners, student mental health, and special education just to fund schools for that. And with the governor's budget talking about the importance of community schools and student nutrition, it's really given us something to like point them towards like this isn't just pie in the sky. This is really needed. And um I just want to say that like as a part of those meetings, I learned so much about what's happening across the

052county and reinforces what we do here. Um one more thing, lunch brunch mark March 14th. If it's not already on your it's a Saturday, it's not already on your calendar. Try to save the date. It's going to be really fabulous. We have all of the senators confirmed. Um we have even the speaker of the house uh Robert or Rivas is going to be there. Um so we're really excited. Uh the federal people haven't confirmed and we're not sure which of the supervisors are coming other than Susan Ellenberg but like basically all the assembly members and all the state senators are coming which is cool. And then um I did happen to have coffee with uh Mayor Larry Klein this morning and he mentioned that he the April library opening is um is a soft date

053now. They're they're going to confirm to see if that's a harder date but then they'll they'll have a grand opening talking about all of our partnership there. They hope it can come. And also that the Moffett Park Moffett Park developer went through the whole permitting process with like housing and got everyone all excited and it's going to be 5 years from now and they're just sitting on it. They're just saying the housing is too expensive. They're going to do like one office park building which is really sad. So um that's probably something to check in with the city on as we monitor that. So maybe there's not a need for a bond immediately. We'll see. That's all I have. Thank you. >> Um the only thing I wanted to share was uh the leadership Sunday

054had their education day uh this month and Peggy and I were able to go to that and it was great. Um and I just what I wanted to just share from that was what I shared with them at the end. Um which I think most of those board members know but what I'm sharing is more for the public. um and it's related to um how education funding like from the state. So there's way more to it. I'm happy to chat with anybody. People can come reach me and I can give you details. But essentially districts are funded in two different ways. There are people like there is some discrepancies with that. And so in the attempt to make it more even um they have come up with five different ways of doing that. and three

055of them would be considered leveling down where you would take money from some districts to give to others but it's like everyone like some might get more but it's less and then there are two of the options where it's leveling up or you're not taking money from districts but districts that have less you're giving more money to. So just as that starts getting more traction out in the state. Keep in mind that like we want the level up ones, right? Like nobody should lose money, everybody should get money. Um, and there was a phrase, see where did I go? Um, I can't find it now. But anyways, I have lots of information I can share with that as it gets closer. But that's how we want to advocate is we want um part of piece

056too is those leveling down the state is trying to manipulate us such that they don't have to pay extra money potentially if they do one of these things. So just pay attention if you have more questions. I'm happy to share more information. Um, I don't have much. Um, I'm just happy for for the new year to start. Um, we've had a couple of deaths in our family and um, I did enjoy my daughter back here from Hawaii. Um, and and she went back um, and now she's starting clinicals and she's having trouble finding transportation. So, uh, you know, it brings me back to how we talk about transportation here for kids. Um, it happens in college, too. So, she's trying to get across the island um at 6:15 in the morning every Sunday >> um

057until 6:30 p.m. So, that's our um issue right now is trying to find out how to get her there. Um I did attend the Zoom meeting um the CMS, the updates that they do for um the construction. Um I was late but I did attend that um Zoom meeting and it was um good to um to be there and just to listen listen to um the um you know the the updates on a bunch of what's going on there. Um I started we started in my daughter's um fifth grade class um um book club. Um, I missed it last week because we had a doctor's appointment and then I'll miss it tomorrow because government. But I'm um anxious and happy to start reading the book. I have a lot of homework. And that's it. Thank

058you. Well, it has been an interesting month nationally and locally and internationally and uh some of my activities that I will be sending are related with the legislation action committee quite a few meetings and with the California Latino school board association as Bridget mentioned. We went to the Union High School district and we were looking at the facilities there for the ballroom. They were very interesting and a lot of things that we can adapt somehow to our space and we're looking forward to the project that we're going to be seeing for the facilities here in the district. Other than that, I will send my activities. Thank you. Thank you. Um I will also be sending in my activities. Um I want to sh say thank you to all of the material everything that we have

059around from the students. It's really wonderful. We have a couple displays in the back. We've seen videos online. Um such so much joy um showing appreciation for us. And it's it's my honor. It's our honor to serve in this way. and um it's really makes it so worth it to see all the faces and you know all the artwork and um we appreciate that. So thank you for for thanking us this this month. Um I um have attended I I've been making a point of um reaching out to other board presidents or past board presidents um whose work I have admired. And so, um, I've enjoyed meeting with others, um, other district trustees, um, and, uh, meeting with other partners, um, potential partners, for example, with El Pino Healthcare District. Um, very excited about, um,

060the work that Dr. Crossweight is reporting back to us with, um, different partnerships globally and locally. Um, and I'm very I'm just very enthusiastic about this year as well. feels like a a bright beginning. Even though um you know federally and internationally there's so many things that we can't control, we do have a lot of agency at this local level and that feels good to know that we are making progress and and we're working towards um better education for all of our students. Um so yes, I will be sending in all my activities. I want to thank um teaching and learning for um the literacy program, the webinar about the ELA pilot, ELA pilot. I I enjoyed listening in to that and hearing all the questions. We have very engaged parents um and they're also

061very excited about that. So, thank you very much. Um we are now moving on to reports for from the Sunnyville Education Association. Are there any representatives of SEA wishing to speak? Moving on to um reports from California School Employees Association. Are there any representatives of CSEA wishing to speak? And now moving along to Senita Education Foundation. I see Miss Courtney Jensen. Uh good. Is it on? No. Um good evening everyone. Um as you know Courtney Jans and I'm here tonight in my capacity uh as the programs chair and Samuel Ly for education and also in the room that you may not see is Michelle our president and Ambrosia our SMS rep. So thank you for having us as always. Just a few quick things to share or updates I guess. Um, first, as you know,

062the Feed SSD campaign that we did together in collaboration to raise money to buy grocery cards for um or grocery gift cards for families in need that has ended. It was super successful. I do not have the numbers in front of me. I meant to get them, but I know it was talked about before, but I just wanted to again thank you for your support and partnership in that. It was a huge success and we were so happy to be able to do that with you. Um, second, I wanted to highlight because I don't think we've talked about this, that Seth, as you know, and in great support of u Mr. Nishihara over there, your doctor, Nishihara, um, we now have I I'll upgrade you to doctor. Um, we now have a um, communal area

063for people to borrow materials for science camp such as sleeping bags, winter jackets, rain jackets, duffel bags, etc. And that kicked off with Bishop when they went to science camp last year, earlier this year recently. Um, and it was great there. We are going to, um, we've let people at Vargas and Ellis know. So, we're working closely with fifth grade teachers, um, outreach coordinators and so forth to make sure that, uh, families are aware of this resource and I think Sam Miguel and Cumberland come next. So, we're excited to offer this opportunity. This is a pilot year to see how it goes. And thank you, of course, for all the time it took to give us a spot at the district office where we could keep those things. Um third, we have finally delivered a

064bunch of music supplies to the elementary school music teachers. So they are now um in possession of a set of like I don't know floaty scarves, um a bunch of rhythm instruments and then a couple of drum sets for each of the school sites. So these music teachers now have the supplemental material. They no longer have to carry things from one school site to the other to help enrich the music programs through grades three through five. We do still have a little bit of funding for that from our special projects fund and we're working with them to figure out um is it additional keyboard purchases? Did we do recorders or whatever and so um we've really enjoyed that partnership with the music teachers. I know that there is ongoing conversations about the future of music

065and SSD and we would like to stay in close contact with what that is and if you need resources for materials or things please do reach out to us because we'd love to partner um maybe on a campaign or whatever to help support that. And then finally, I don't have all the updates here, but just a quick update on some of the ongoing school grants. As you may recall, we funded over $100,000 to um across the district for elementary schools and middle schools back in the fall. And Bishop grades I think K through 1 are going on a field trip in early February to see the play Goodn Night Moon. That was sponsored in part by Seth. So, we're super excited to see that happen. Uh, I know Sam at Yellow Frozen. Uh, $10,000 from

066Seth to help support that. And they kicked off their rehearsals this week with performances in March. I think Lakewood's musical also kicked off practices either this week or coming up soon. So, um, super excited to see all of these activities that were able to help support and that kids are having a great time. And I think that was all I needed to cover. So, thank you very much. >> Thank you. And we are on agenda item 10, public comments. This portion of the agenda provides an opportunity for members of the public to directly address the governing board on any item of interest to the public. However, provisions of the Brown Act Government Code 54954.2A and threeclude any action being taken on any item not appearing on the posted agenda. Her board bylaw 9323. Time limits

067allocated to the public testimony are three minutes per person and 20 minutes for public comments. Speakers are asked to give their name and affiliation so that an accurate record is reflected in the minutes. If there is anybody online that wishing to speak, please uh raise your online hand. Right now we have one person at this time and one online. So um Courtney Jensen again, please. Okay, so now I'm in my personal capacity, Courtney Jensen as a San Miguel parent of two kids in Hudas program. Um, and I'm going to wing this comment, but you guys know I have been up here many times talking about the challenges of providing after school support for our kids when I'm in a household of two working parents and the many struggles that we have had over the past

068I don't know several years, I'll say. Um, and so I just want to say thank you because as you know the district has put together and worked with the outside vendor sink together and um, you guys will be bringing this and including Sam Miguel as a pilot program. I'm super excited. I hope my kids get into it. I know it has been a lot of work on behalf of our superintendent Paul Sllayton and I'm sure many others and I wanted to really call out that thank you for hearing our concerns. um for recognizing that there are parents who are willing to pay for after school care on campus and for pulling this together in what I'm sure was a very short amount of time. Um I've had several parents at San Miguel who are in

069similar situations of both working parents and struggling with after school care or in programs that are offsite and perhaps um lacking in quality, shall we say. And they are also very excited. I know that email communication or some sort of communication is coming up for it, but we're very excited to hear um a couple of points just to make. There's a lot of interest in understanding when parents can pick up. I know coverage is supposed to be till 6 p.m. Some parents like I maybe don't need coverage that long. So, it' be great to know what is the pickup times available. Um, as you probably know, the San Miguel PTA does extracurricular activities every session. Those actually kicked off at San Miguel this week for the second session for eight weeks. Um and so that

070means that by the time think together starts we will be in week sixish of the after school. So to make sure that there's discussion between the PTA and think together so that kids who are already in the PTA activities can then move to think together when those end. Um and then of course I think parents are just excited to understand the lottery process. The one other piece of feedback I wanted to share that I've heard from several parents is existing non-site after school activity programs often require a multipleweek notice if you're going to pull your kids out of that program to put them somewhere else. And so these parents want to make sure that if they are able to get their kids into think together, which they're excited about and want to do, they need

071enough notice that they can tell their existing programs, hey, we are going to withdraw our children. Um, and it's a little tricky too with the spring break or the February break right before that week. Um, you know, it would be really nice to be able to tell people I'm employing my kids out on February 13. So, I know you're working on it. We're super excited for communication, but I wanted to make sure that I really flagged like the timing question things. You know, if people have babysitters or nannies, we need to give them time to say, "Hey, we're not going to need your services anymore, help you find a job." Um, and so just please be um super conscious of that as you're making the decisions. But again, thank you for hearing the concerns of

072parents. We are all very excited at San Miguel to see this program come. Um, and I know it's been a lot of work. Thanks. >> Thank you, Miss Jansen. We are moving on to the speaker online. If you can hear us, you may go ahead. You have three minutes to speak. Okay. So, um no other speakers on this item. Thank you. Um >> give us a quick second. >> We give it a moment. Okay, great. Um, okay. So, we are moving on to item um 11, the consent agenda item. Any item on the consent agenda is subject to review and discussion prior to being approved by the board. If necessary, any items may be removed for separate action. The public may address the board regarding any items on the consent agenda. If there are any

073comments pertaining to the consent agenda items, please raise a hand or submit a blue card. Are there any public comments for this item >> board? Is there a motion to approve the consent um agenda as is or are there items that you'd like to have pulled for separate consideration? I move to approve the consent agenda as >> I say >> um actually sorry I do have one item that I would like to pull for for a discussion. So um >> you want to pull or can we discuss or do you want to pull? >> Oh we can just do it in the discussion. All right. So um I have a motion um and a second. May I have a vote? All those in favor? Well, if you want if you want to discuss, we can

074discuss now. I I have one. >> Oh, okay. Sorry. So, we have the motion from um Trusty Mesho, second from um Lamri, and now we will have comments or discussion. >> Okay. Um trust, did you want to start off? >> You can go first. >> Okay. Um I want to talk about um C1. So, this is 11 C1. This is um under teaching learning approval summit K12 English language development intervention and achievement initiative at Vargas Elementary School. And I just want to um some clarification about this one EL intervention program at one school and um is there is there a plan um to go to other schools or how does this fit in the grand scheme? >> Yes, thank you. Great question. Um, the intervention program at Marius Elementary is based on the overidentification of

075students, uh, particularly Latino students for special ed services. And so this is part of the plan that was initially submitted to the county in terms of what else are we going to do in terms of provide support. But to be just completely honest with you, there's some additional things that we also have to address which I mentioned earlier about the multi-ter systems of support and DSS, SSTs. And in order for students to be going through a process or recommended for additional testing for potential special ed services, they should have some documented interventions. And so this is our attempt at Vargas mentioned to provide some of those interventions prior to but again it still is a need for us to develop a more robust MTSS process across the organization as well. So on that I had

076a similar concern. So it seems like so we we have not seen the um the report correct and we usually get a presentation on that. Will we be getting a presentation about the plan? >> Yeah, we can provide a report and an update on the plan. Um and and separately it's again there's a lot more work on the MTSS side. So I think we should think about how we can do a combination or um consecutive presentations on those two as well. >> Yeah. And so um and then the other thing is um this is for if I'm reading this correctly this is for at home like after school and at home that's the intervention you're proposing. >> Yes. And so it provides some additional support at home with um with those family licenses but it's

077primarily after school. And then are we also providing like Chromebooks and hotspots and things? >> Chromebooks and hotspots and then they were able to get some reduced cost for the licenses licenses. Uh but again this is think of this if you're looking at MTSS it's we want to make sure that all students get great first instruction and then that second percentage of all those intervention small group supports. So this would be the after school. So that's what I'm saying is like we also have to address what happens during the school day within the classrooms. >> Right. So that will be happening. That will be in the new >> we're working on. >> It's a new year. >> We're working on >> Okay. >> Yes. >> Okay. And then this this licensing goes through um because

078the contract wasn't in here, right? So the licensing goes through the end of this school year. >> Yes. >> Go into next year. I want to be let me verify this but this is through the school year um through June of this year. Yeah. >> So that's why it was reduced 50%. Okay. All right. Those are just clarifying questions. I I really do want to get a full report on the thing as it's being developed. Okay. Are there any further questions or comments? All those in favor say I. Any against? Um moved by trustee me, seconded by trustee le to consent agenda items pass 50. Um we are moving on to action items of 12A approval of contract for scholar series student empowerment conference and parent scholars program. Um Dr. Crosley can you speak to

079this item please? Yes, this is a contract to enter into an agreement with the group with Victor Rios um see Berkeley grad and a professor at UC Santa Barbara. And so it's a two-part contract. One is to engage parents through workshops and then secondly is to provide some additional support uh for students at Columbia Middle School. And this is an opportunity for us to explore a potential long-term relationship and partnership with his group um and expand these services over to Sunnyville Middle School. Um he has a lot of experience and has had a lot of success in working with underserved communities particularly you know black and brown low-income communities and has been able to make an impact. And so this is uh before you for your consideration. Okay. Are there any comments um from the

080public pertaining to action item 12A? If so, please submit a blue card or raise your hand online >> and president just add one more thing is for this one and the next item these are not coming out of the general fund. Is that correct Mr. Cy? Correct. So these are coming we're using restricted funds and these are one-time funds to support these specific type of efforts and um we want to be able to use these funds appropriately as well. Uh but it does give us an opportunity to explore again like I mentioned previously potential partnership as well just a clarification it's the restricted general fund. So there's unrestricted general fund and the restricted general fund. This is on the restricted side >> for for those for the public that might not know what that means.

081What does that mean? >> Yeah. So when we receive funds with no um restrictions, it would go on the unrestricted general fund size. Uh so when we see property taxes um that's the the base of our unrestricted general fund. The restricted general fund can be many things. It can be title one grants uh onetime funding like the new um learning support professional development block grant. Um, >> so this this restricted funds are restricted to spend on what? Like what are these ones coming from? >> These are going to be in that new the new grant that we got that is the learning supports professional block professional development block grant. Sorry. >> Okay. Before further discussion, may we have a motion to approve? I move approval of the contract for scholar series student empowerment conference and

082parent scholars program. >> Do I have a second? >> I second. Uh further discussion, comments. >> Go ahead. How do we pick how that 18 students chosen? >> Yeah. So, I've actually had some conversations with Mr. Poe at Columbia Middle School and they've already gone through a process to select some of the students that are provided that are receiving additional intensive support. >> It's through the Stripe program. Yes. Um, so my uh I'm totally in support of this and uh the question I'm going to ask is actually I'll you can either answer them together or I'm going to ask the same question for the next item as well. But just essentially, you know, because this is one of our Sorry, I always hate my not ignoring it. Um but you know one of our focus

083areas is parent engagement right and um and you know serving students that you know tritioning but like have historically been underserved in our community and across our country. So I because this is one of our focus areas I love that we're doing these things but I think also as board members like we're If there are, like how are we going to know if this is successful? Like, and you're saying this could potentially be a long-term thing. So, do we have measurements? >> Yes. And keep pushing us. So I do appreciate that question because these are not always easy to measure right so we can do the surveys or we can get feedback from families and students etc. But some of the other things that are a little bit more difficult to measure our impact in

084terms of you know student attendance um parents ability to follow up and you know support schools in different ways at home. How do we improve communication? How are we building capacity with our families to for them to take over and start doing these workshops for parents? But secondly as well for us as staff you know do we have the capacity to also run and facilitate these type of parent workshops internally and so it is an opportunity for us to continue learning. So there are some measures and indicators that we'll be able to follow up and provide updates on but there will be some others that'll be a little bit more difficult to follow up as well. So um in addition to the measures and outcomes I'm interested in first of all I am super thrilled

085we're going to read for anything you know uh Isabelle and I have seen him we've all seen him at um ABC like in the general session and then Isabelle and I have seen him and talked to him in the his smaller sessions when he's had workshops Um he's just uh I have we've seen him at CLSBA. Um and every time he speaks it's like it's very inspiring. And then his team that he's putting together and the way he's elevating and lifting up other people's voices and just I I just love the whole thing. Um I'm interested in how these uh the the feedback like whether like some of it is going to be internal growth, right? Like it's it's for the people in the room, but some of what's being learned in the room needs

086to get up to us so we can make this change. So how what I'm interested in maybe understanding is how what's happening there gets back to us whether it's uh some sort of a you know whether it's just a presentation whether it's the opportunity for them to interact with us either formally or informally like how how are we going to take some of that the powerful work that's going to I know is going to happen um so that it gets to us and then Second, the second thing I'm wondering is about staff, right? Like, so this year is families and students. I know they have staff modules as well. We're getting feedback from the families, but the message isn't getting to the staff. >> Yeah. >> Like it's a it's a little So I get

087I'm really hoping this is like a it's a one two step and beyond, right? >> Yes. And and I got to tell you that we negotiated with him and his team over months. And what you're seeing right here is is an opportunity for us to explore this relationship than anything else. Because initially it was a much bigger, more robust multi-year proposal that also address our staff, our families, and students. Um he has agreed to do um he's not calling it free but he has agreed to um provide a staff presentation as well aside from what's in the proposal um because he does believe in this work and to your point he knows that the excitement is going to happen and so for us to develop a really comprehensive plan you're right we have to make

088sure that you're aware our leadership team is aware because they need to support and rein reinforce what happens inside the classrooms and again creating a district-wide system in terms of some of these things and just having that same common language across the organization as well. Um, but to your point about how do we get this back to the to you, right? I mean, we can provide some support or some reports, have the students provide something. You can also come in to the classroom. You're welcome to do that as well. But I think you're going to hear to your point a lot of positive feedback and a lot of energy as a result of these, you know, conversations, but also the the parent workshops as well. >> Thanks. Um, so thank you for asking those questions,

089Trusty Watson. I also curious about like how um staff that are not already supporting the Strive students um will be able to take those principles and like how's that going to go more systemwide? >> That would be next phase. So this is not included in this proposal. This is strictly for the parents and for the strive students. Um but if we want to you know continue this relationship that would be the next place. >> Yes. So um I think it was last year the year before um Strive had open house the last couple years they they had an open house and they started to like invite people from other districts who were curious about what was going on with the Strive program. Um, and you know, we have been invited in before, but they they

090turned it into something a little bit more like there was a date and you could come and so maybe as part of like that or something you could get, you know, kind of get a the students to share their feelings and have the teacher share or share or whatever like or team share. >> Great idea. And you know, I was in the strength program and I got an invitation to go visit the classroom last month and the staff that are working with our students are doing an amazing job. I was really impressed by them and really impressed with our students in the classroom and how they express themselves or their ideas, asking questions and uh just really really amazing things happening in the classroom as as as of now without additional support. Right. But yes,

091wonderful ideas in terms of how we can expand that and make this more accessible as well. >> Are there other comments or discussion? >> Um I do want to make a comment about the um funding the way it just has a funding source and there's a bunch of letters and or numbers and a couple letters. Um and that part was um was confusing to me cuz I didn't actually know what those that meant. So, um, going forward, I would appreciate saying that it's coming from a restricted funding source that's for this purpose. >> And I'll work with staff to make sure that even if different departments are submitting it without the funding source or an account string is that we clarify what the account string means for the public and for everyone else as well.

092>> Okay, great. And I'd like to also see this um integrated into our LCAP and the budgeting just to kind of get a sense of where our funds are going. Um because for me at first I had some um hesitation because I didn't know well if we do this does this mean that we're not going to be able to do other initiatives that we're also interested in. So um just more information about the funding and budget in all future items would be much appreciated. Thank you. >> All right. Um, yes. All those in favor I >> anyone. Okay. So, um, moved by, oh my goodness, I lost track. Is it is Jesse Mino and seconded by Chessy His Blanch? The 12A passes. 5-0. We are moving on to action item 12B, approval of contract with

093Lighthouse Educational Consulting Group for parent workshops. Um again, Dr. Crossway, you can speak to the silences. >> Yeah, Lighthouse Educational Consulting Group, not to be confused with another White House group um has been doing parent workshops throughout the city of California. they have a diverse group of uh presenters and um one of the things that I am interested in having them join us is that our we can learn internally build our capacity in doing affinity group um events as well. So one of the things that's included in this proposal is to have host an African-American family brunch for Saturday the 28th and uh the guest speaker would be Darren Ernie. He's a professor over at Leo Mar. Um but again, it's these sessions are morning and afternoons. Um they're in person and they're available to

094be virtual as well as well as doing follow-up coaching sessions because during these sessions and conversations, families may come forward with some additional needs and they will provide additional supports uh to the families as well as uh the students um as well. And then again in English and in Spanish. Okay. Are there any um comments pertaining to action item 12B from the public? Please raise your hand or submit a blue card. No public comments. Is there a motion to approve this action item? >> I move to approve the contract with the Lighthouse Educational Consulting Group for parentship. >> I'll second. >> Okay. Thank you. Are there any questions or comments? Is the um is the brunch or lunch activity something that the board will be attending or >> Yes, you are. Yes, you are all

095invited and uh it's it's going to be a family event. It's going to be a fun event, educational event as well. >> And I do want to share with you is that there is a possible interest from another school district to collaborate with us as well. So, um but I took a moment to follow up with them after this conversation. That's great. >> Um, how are families going to be informed and invited to participate? >> This will be direct marketing. Um, we will be making phone calls to all of our identifying all of our families who identify as African-American, but it's also going to be publicized through our social media, you know, stuff. >> Amazing. I just have a question. It says um in person. Where will that be here or? >> So, it it

096depends. If we do partner with another um organization, but for something like this, I like to do it at a school site where we're able to maybe have indoor and outdoor space, a library, and it also depends on the number of people who RSVP, but they do not have to RSVP, but it'll give us a general sense of what numbers to expect, especially because it's the first time we do this. It may turn out way everybody shows up. Boris is wonderful. Will there be uh child care available? >> Well, for for this one, we'll have some limited child care, but it's a family event. So, we are encouraging families to bring their children because we want their children to be in these spaces as well. >> For each of the each of the morning >>

097Oh, for the for the parent workshops. I'm sorry. >> Yeah, the parent workshops. >> For the parent workshops, yes. To child care. For the family rides, it's a family. Oh, right. Okay. That was my question. Um so there's some really exciting workshop uh topics um for example guidance over punishment effective discipline rooting dignity relationships and justice. I'm wondering um how these family workshops how um they will integrate with what we're doing at the school site if is what parents will be exposed to and learning in these workshops also going to carry over into the school site? >> Yeah, this great question. uh what I what we asked them is is to provide some recommendations of workshops based on their experiences in other school districts, right? And also looking at our strategic plan and some of

098the goals and priorities that we've had and also just trying to capture some of more parent input moving forward in terms of what those workshops can be. But that is something that we got to work on because we do not have currently a cohesive parent engagement process or plan. And one of the things that we what I would like to uh continue doing is is involving our parents in better understanding what their needs are and whether they're changing or evolving needs moving forward as well. And also recognizing that the needs of a family at middle school may differ from an entering family at TK or kindergarten as well. >> Okay. So on the proposal it has a couple of things that we didn't do, right? So, we didn't do the thing for schoolboard members and

099site administrators and we didn't sign up for the cultural audit. Is that something that we're considering for the future or see how this goes or is that something we're doing in a different way? Yeah, we we had some conversations, but it's a TBD in terms of for right now. Really, the priority was to get in front of the parents and engaging those parent workshops, but this group as well, like with Victor Rios, there's a lot more that they offer and they can go a lot deeper in some areas as well. >> I think for me, like I I definitely think that we should do a cultural audit in our district. And I don't know, you know, I know that Victor Rios does something like that. Probably Orenda does something like that. This group does something

100like that. So, um, you know, I don't know who the right people are, what the recommendation is, and I'm sure there's lots of other companies and things to do, but I think that we've we've talked about it with various board compositions that, you know, we we have been interested in doing something like that, but it was always kind of proposed as that will come later, you know, and and we, you know, Isabelle, we've talked about this before, right? We talked about that in talked about having that kind of like a a baseline understanding of where we're at. It's not lane focused. It's just this is our cultural competency. And so I think that's a I mean my part that's a continued interest going forward. Well, I think it's not all schools, but is doing I

101think something like that a deep dive like one or two websites, right? >> They're doing Y. >> Yeah. So, yes. So, Linda is doing some of that work. It's going to be a little nuance from what Lighthouse Consulting does or from Rick Dios does. And then the most important thing is like, okay, so now you have these data, you have this feedback. What do you do with this now? So uh that that is the question like what do we do with it now because we do have many um initiatives that have overlapping um topics right and we also already have on staff people that are outreach specialists and engagement. How do we use what these um contracts are bringing to us for limited time to build capacity within our own organization and place? >> Yeah.

102I feel like there's a study session, but uh so it it's it's an ongoing process and and one of the things that I recommended and I talked about briefly is using the community schools framework as a model in terms of moving forward because if you follow that model, that framework is going to bring together staff, community members, parents, and ask ourselves those same questions. But instead of us doing that in isolation, every school is engaged in those conversations with some parameters with some guidelines understanding it's under the strategic plan and then they are sort of empowered in terms of what those next steps are. So they're the ones who are asking themselves these questions and developing these next steps forward again but under the umbrella of our strategic plan if that makes sense. >> Yeah.

103Are there any further comments or questions? No. Okay, let's vote. All those in favor say I. >> I. Anyone opposed? Okay. Moved by Trusty Hudmer, seconded by Trusty Wesson. Agenda item 12 passes 5-0. Okay. Our last agenda um action item is uh 12 C approval ratification of 202526 payments to the Silicon Valley Joint Powers Transportation Agency for Transportation and Administrative Services. Mr. Cathy or Dr. Cresway, can you speak to this item, please? >> Sure. So this is an item that the district has been paying. It's uh providing transportation through a joint powers agreement with uh neighboring districts to group our resources um to ensure that we provide these uh services to our families of students. However, one of the things that Mr. brought to my attention is that we did not have a current board

104adopted item or contract to pay for these invoices. So I I I met with them and I let them know that I was not comfortable moving forward with paying these invoices without this coming back for board approval. And this is something that hasn't come to you in at least 10 years, Mr. Coffee. >> 22 years and that's not a good practice and no pointing fingers at anyone. I've also informed the county office of this oversight because we also need them to make sure that we are following good practices and they also should be paying out warrants or checks without the proper documentation which includes minutes that the board has approved this contract so that we can pay these invoices. So I am working with Mr. Cffy and her team and under your direction to make

105sure that we have good systems and processes in place so that warrants and things are not paid or processed unless we have approved contracts. So I'm hoping that this is the last one but you it is for this school year but there is also a pass to invoice for the 2425 school year. >> Okay. Are there any comments pertaining to action item 12 C um from the public? So, please submit a card or raise your hand online. Okay. Um is there a motion to approve? >> I move approval ratification of the 2526 payments to the Silicon Valley uh JPA for transportation and administrative services. >> Do I have a second? >> I second. >> Any questions or comments from the board? We're very I mean we're all really glad this is demonstrated. >> Thank you.

106>> Okay. Um all those in favor anyone? Okay. So moved by trustee me second by trusta. The agenda item 12 passes 5. Okay. We're moving on to 13. uh discussion items. Um first is review and discussion of school accountab account accountability report card. Um Dr. Crossway speak to this. This is my last one here. So the school account report card is due every year basically at the end of January. Um this is not up for approval at this time but what I want to better understand from you is what type of information would you like in terms of a presentation in terms of providing context and background going over some of these data timelines etc so that we can bring it back at February 5th board meeting as an action item. >> Okay. Do we

107have any um comments from the public on this item? >> Okay. So, this is not um anything that we're up for. It's just discussion right now. So, um board members, would anyone like to start off with what we'd like to see in a presentation going forward? >> Okay. I was think I didn't have that question ahead of time so I don't have anything specifically prepared to answer that question. Oh, you didn't have the document >> that well that question I don't think that was in there, right? >> Oh, the question of >> what? Yeah. >> Yeah. >> So, if anything comes up with me, I will let you know. >> Yeah. I mean, I think it's it's difficult to, you know, because it's it's in a way it's nice that it's school by school. Um

108there's some cut and paste going on. There's like definitely some stuff where um like every school is has huntos approved, you know, curriculum approved. Not everybody's not every not every school has plan. Um but there's, you know, it's getting back to the um a few years ago, uh Dr. Valentine went through all these and we were they're a little more uniform in terms of like responses. So um like for as an example like community engagement activities or something some of the schools were very elaborate about what was going on and some there was less narrative. So, with with all of that aside, um uh you know, I think in general um like it's it's a at a weird time of the year, right? Because it's talking about it's talking about from the data of last

109year what the schools are going to do this year, but we're halfway through the school year. So it just it I guess for a presentation maybe it would be helpful to say like hey here's the progress we've made so far on what we said we were going to do. Do you know what I mean? Or like >> are you also thinking about the student plan for achievement? Well, this is the school by school report card, right? >> Yeah. But there's the student plan, the single whatever >> single plan for student achievement. >> Yeah. And then there's this one. I >> that's the one that like gives you the plan. >> Well, this one is talking Well, I know, but this one is talking about the data. Some of the numbers are really frightening, you know,

110like and like, you know, sometimes they'll say, "Oh, well, you know, just just wait till you see the data. The data is going to be really good for this one thing." And when you see it when you see it like this, it's like, "Okay, well, um, you know, maybe the presentation could highlight the bright spots." say these are the areas that you know this is what we've been doing but like almost connecting the work with the report card in theory like the report card should reflect the work >> yeah it's it's basically different governors different time periods you have you have SIA you have LCAP and they all were in different generations different time periods >> and they don't come together very nicely so this one think about it more of a providing the demographic

111information, schools budget, um staffing, credentiing, things like that. It's it's become a compliance document for any school that receives state funds. Unless you're a charter school and you're receiving state funds, they don't have to do the the circum um but we can work on those things and we can provide more information in terms of how to contact and it is for the previous year. Yeah. even though it's the next year. >> And then the other thing is is that this is the report where I think in one of the strategic plan meetings that we had a couple years ago, we had, you know, when we look at the data here, there's so much that's redacted because there's small student groups at different school sites, right? But then when we see the numbers like that are

112that would be filled in like as a district then we see that that's where that's where we have a lot of opportunity to for growth. So, but even in these numbers like there's there's like the the female those who are identifying as female um are in many of the schools 10 points above the males in the schools at least for English language arts. And then it's almost as though in some of the math scores they're both equally the lower score. You know what I mean? like if the spread is 60 and 70 or or 50 and 60 and then you look at the math score and it's like well they're both at 50. So even though it's not apples to apples, it just it's so interesting to see like what's going like what's going on

113with our our gender gender teaching that's happening, you know? Um or like if there's other things like the data is interesting, but I'm interested to like what kinds of questions should we be asking? What what what can we learn from the data that can inform how how we approach things? >> Yeah, it's unfortunately that wasn't the intent of the search. >> I know. >> And so it's not going to give you nor everything that you're asking for. It's become a compliance requirement where we're supposed to include our staffing, some academic data, but it's not going to be um current. It may not be consistent across the organization and it's going to have a lot of gaps. It's it's a requirement and we have to upload them on on websites and there's some of this data

114also coming from companies from what we okay and that's the other thing is so it's it's also this other more recent system that's called California >> something something I apologize >> yeah another acronym another acronym that we don't even know but it's a cowpad for short and it convolutes the presentation and the data that's But but I think this is helpful in terms of what we should provide not only for you but for the public in terms of the purpose of the SRS, what's included in the SS and then sharing or highlighting some of those data and opportunities as well. >> I see I've got 2001 who actually kind of just said one of them after Bridget's talking. I think one because we have two board members. This is probably maybe the techn >> but

115like yeah kind of first time around. Yeah. Kind of like what you were talking about like going through like like what is this document? What is it used for? Like what was the purpose of it? Right. So I think kind of that historical context and then I think and maybe it's not for this year or future year like think about those questions that bridge asking like the data I'm thinking about. We often do a big data dive. Sometimes we've done it in the fall, sometimes we've done it spring, some we've done it both. Maybe not necessarily it's committed next meeting there are big data die but maybe moving forward even though it doesn't have everything maybe we tie the two together. Maybe the the day that we do the SARC approval because it is a

116lot of the data that we then also do our big you know data diet study sessions like congruently at the same time. I don't know if that's going to be an issue or not. Well, I don't know if we could do that because with the we're usually doing our data dive with the end of year, beginning of year data, right? Because I guess I understand what you're saying because that sounds very efficient, but like for beginning of year data, that's when we get all the cast up dates from the previous year and like how the kids are doing >> in the beginning year. But >> so I guess what I was thinking was like there is information in here like it's a whole bunch of data and like >> is there anything we can there

117are some trends that you can see happening here right even though it's older like >> the gender thing is like >> it's right there in black and white. >> What's tricky is that we did our data presentation in November and the state released the data very late this year. They they promised it was going to be July, then August, September, November this year, >> but the data that we presented was the the last data. What you're looking at is the previous year. So that's what I'm saying is it doesn't like I wouldn't recommend I >> okay, >> you don't need to spend too much time on the academic outcomes here because that's two years ago. you got the more recent presentation to the public and to the board in November and to the other point

118about when do you do the data dives I do when the data become available because like the English learner data the data is going to be coming up as well but but if you rely on this art you're going back basically two years >> two years >> yeah so but it does have other nice demographic data again dated But it also includes facilities which you don't necessarily have in other documents and it also includes the uh your staff data. So so it does have some other things but but it's dated unfortunately it should be different. Yeah. >> Um, when we last looked at the SAR last year around this time of year, um, and having listened in as a member of the public, I felt like this was the only opportunity really that we had

119to talk about data and to look at data from sight to sight. And this is the time where we I mean, like just to point out, there are some really huge disparities, right? In our science elementary school, we have 18% of students that are meeting or exceeding standards. And then the district average is 48. And then south of the south of El Camino, we have schools that are scoring at 76%. So that's a lot of differences. and I never really saw all the data this past year, you know, and so I I I know that we need to approve this as a compliance document, but I also would like to hear more about when do we talk about these disparities and why and what are we doing to address and I also understand that Arenda

120and is taking a look at maybe what systemwide changes we might need to make, but what can we expect in terms of data and then like also the integration of what the data means for us and also for the compliance documents. So when you come together tomorrow for the governance meeting and you're looking at identifying future dates, it's align your board meetings and study sessions when the data becomes available roughly from the state, right? So we we know that usually around October is when we get the state data. So then you want to have that information out the following month and have a presentation. But but you don't have to wait for a SARC or LCAB to have these conversations is have these conversations as the data become available and and then the other thing

121is as we can be looking at attendance data right now we can look at discipline data because we have our own unofficial data that we can be reviewing as well as for like special event expenditures budget we don't have to wait for the state because if you wait for the state this is a good example it's it's a year and a half, two years after the fact. And so the presentation on data that we had in November, that's the current data. >> If you're going to rely on the SAR, you're basically looking at two years ago. >> Well, I think I think also to I mean to add on to what P was saying, I think it's because for our data information, you know, we're looking at groups, right? We're getting groups that don't appear

122on this because >> yeah, >> they're segregated. >> But, you know, I think that it's very uncomfortable to look school to school because it we're then we're really facing inequities within our own systems, right? So, um but we have to and we have to ask ourselves like what we can do to support. So I think as we get into the conversations about community schools and allocation of resources for the community schools model, I think that we will we will have to talk about the numbers school to school, right? To justify some real changes. >> Yes, you can comparable based on demographics, right? But it's not just within seven miles. It's across the county >> or the state or >> country goes on and on, right? >> Okay. >> Well, maybe when you give the presentation,

123it sounds like just an overview of like what the different even like the different employee categories and stuff like that or how do you >> Okay. So what can we expect in terms of um we're bringing back for February a presentation and then asking for approval at that point. Okay. And then um in addition, we'll want to be looking at data throughout the year. We can talk about the planning for that. And >> here's what I'll recommend. >> Next month, we're also going to share publicly my evaluation. >> Yes. >> Is align the presentations with my evaluation. That's that's going to cover data. >> Okay. >> In terms of student outcomes, in terms of the budget, so that would be a recommendation. There's five areas under the evaluation, and you can use those to guide

124those conversations. But we want to align what we're saying is important, i.e. my superintendent evaluation board priorities as opposed to the SARC. The SARC, it's a compliance document. It has some good information, but it may not be the information that we need moving forward to make informed decisions that will impact kids. It's you're looking at data from before. We want to look at data that's going to inform our practice, summitive data, but at the same time looking forward and is seaggated to your point as well. >> Okay. And so when we look at your goals, we also talk about the the district goals and other administrative goals that all fall underneath all the correct. >> Awesome. >> Okay. All right. Any further discussion or comments in the way? >> We're moving on to the last

125discussion item that is 13B review and discussion on draft version of the 2627 school year calendar. Mr. Nishihara. >> Yes. Oh yes. Okay. This is a just review and discussion of the 2627 calendar. I just want to briefly cover um the process. We start with the Fremont Union High School District calendar. Um that was included in your handout packet. Just as a quick um data point, we used to be pretty aligned um just to try to um make sure that we were um adhering to or meeting the needs of about roughly 40% of our parents that have students in both districts. Um that is a antiquated number. I I will should have run that again, but in the ballpark that's kind of what we're looking at. But in the past couple of years with the

126development of TK and different types of things, we kind of broke away a little bit like to try to better fit our needs. Um but we do appreciate the Fremont Union High School District providing um their calendars to us as a starting point. So just some highlights. U this year's calendar is basically the same structure that we had this year. Um there were a lot of changes that we put into this year. We want to see two years kind of just to see how it's impacting attendance where we kind of um uh group together um breaks and those types of things. So our start date for next year proposed right now is August 17th which does align with the high school district and that does allow us those first couple of days the week prior

127where we have the unified starting date and um working with cse we were able to move the classified uh work day staff development day that was usually held in June excuse me January to the beginning of the year allowing all classified staff to start with us on that Wednesday when staff return. So that's just one example. Um in November this year um sorry this year we had the Monday off prior to Veterans Day that does not condition does not hold for next year as Veterans Day then falls on Wednesday and it's too much of a break on either side. And then um we do have still aligning with the March there's a March 15th date where Fremont has a non-duty day. We um wanted to try that to insert kind of to break up um

128a little bit of that long stretch between the February break and April break. And then um for our new board members um we have you know kind of a unique thing here in Sunnyale. We have 181 days of of school which is amazing. And so we want to other districts have 180 days. These are just conditions that we try to work within. Um and then we have our two staff development days that equal 187 work days for our certificated staff. So we have to take all of those variables. So we take the high school district 101 181 days of instruction the um the uh 187 duty days for our certificated staff all the holidays and we just drop them in and then we try to do that. So I'm bringing this first draft version to

129you um for kind of just discussion um and again uh we will bring this back in the future whenever it's ready. We did meet and confer with SCA and CSA about this kind of this current piece and so looking for general feedback coming back and forth but it does have to be approved by SDA especially because this is their working year calendar and the condition of their employment. So open for just general questions and and structure but again it's a pretty much the same structure that we have in place this year. >> And uh we do have some public comments. Are there any clarifying questions before we move on to public comments? Okay. So, um if anybody online listening in would like to comment on this discussion item, please raise your hand. I have two

130cards in the room. Perhaps more. So, we will um start off with um Leah friends. Were there were there any online? >> Uh good evening esteemed members of the Sunnyville School Board, Dr. Crossway, and district staff. My name is Leah Bryings. I'm both a parent of um a current and former SSD student and an educator who served in this district for eight and a half years myself within my 22 uh career as an elementary educator. And over more than two decades in education, I've experienced many shifts, reforms, reinvisioning change as part of our profession. And those of who those of us who spent these years in education understand the pressures and responsibilities we carry as educators and as stewards of our children's futures. In my current role as a TK teacher, I have the privilege

131and the responsibility to ignite a joy for learning, nurture a sense of belonging, confidence, and curiosity in our youngest learners. This work is not taken lightly, and I can say without hesitation that every TK teacher in this district approaches this work with the same dedication. As professionals, we do our best for our students and our families while working within district policies. However, when policies fall outside of developmental expectations, we see the consequences immediately. And that brings brings me to my concern that some of us are raising tonight regarding the proposed calendar. The continued elimination of the six week transition period for TK and kindergarten is deeply concerning. Last fall, kindergarten had no transition period and TK was reduced to just 9 days. This decision was made without consent from TK and kindergarten teachers as a

132whole. We were told it would be a pilot to be re-evaluated. Yet no feedback was ever requested from our behalf. Now the draft calendar proposes keeping this reduction, this time 12 days. The original 6E transition period was rooted in research documenting the time young children need to adjust to school in healthy in a healthy social emotional way. As the district thoughtfully reviews curriculum through the lens of any research and best practice, I really urge you to apply the same research-based approach to decisions that impact our earliest learners. The transition time is also critical for building strong partnerships with families. Waiting seven weeks for a conference is far too long for early intervention and meaningful collaboration. The shortened window last year allowed teachers to meet with only the highest needs of families and excluded many of

133our learners. Many districts in our neighboring area, Mountain View, Cupertino, Palatoto, Santa Clara, and Henopas have extended modified days for the entirety of the school year. The start of the school year requires much significant preparation in our play-based learning environments and pareducator collaboration is essential and without without adequate planning for this, effectiveness of our classroom suffers, ultimately impacting our students learning experiences. We recognize that child care challenges do exist and families face this. We do not dismiss this. However, these concerns should not outweigh developmental appropriateness. Eliminating the sixe transition disregards the professional expertise of educators who witness this impact daily. Some of this year included emotional dysregulation, fatigue, and extreme difficulty with routines. Please consider these as you discuss the calendar proposed. We urge you to think of the impact on our educators, our families,

134and most importantly, our youngest learners. Thank you for your time and consideration. We have writings on behalf of some of our TK. Next, we have Courtney Jansen. Okay. Courtney Jansen still stand parent and sorry for the computer but I just turned a copy of the calendar off before today so or even today. Um just a few comments I wanted to flag and I'll start with one that's not important but I totally do not understand which there's a note in the comments that Lincoln day has been changed from February 12th to February 16th. I didn't know about Lincoln day and I'm just curious why it's on a Tuesday because President's Day is on the 15th and I just would like to know but not not critical. Um the comments that are critical, couple requests. The October

13520th TLD day, if you could move that to October 13th to align with the day right after um Indigenous People's Day and the soft development day, that would be helpful. It would also match um what you do at Labor Day, assuming that there are not after school care programs. if there are maybe less problems. But if we have family or friends come in town to help watch our kids on that October Monday, it would be easier to have them stay for Tuesday to pick them up in the afternoon and have to then deal with a Tuesday like a week later. That's um complicated and confusing for childcare. I want to talk about parent teacher conferences. Um they do seem late. I know they match last year, but as a parent, I felt like waiting until

136October to be able to meet with my teacher was later than it should have been. It's also very hard as a working parent to have to pick my kids up at 11:30 on weeks of parent teacher conferences. And I would love to see a conversation about what the implications would be to have dismissal at 12:30 on days of parent teacher conferences instead of 11:30. I know that didn't seem like a lot of time, but that means that I can say I'm going to work for half of the day and only have to take another half of the day off for child care. It's easier to pick my kid up at 12:30, which is during the formal lunch hour, than trying to get out early and pick them up at 11:30. Um, and I'm wondering if

137there's a way to make it so the impact for teachers is less. They can still fit the conferences in. Um, and you also have the added benefit that kids can eat lunch at school and they don't have to take their lunches home and lunches at school I think are more nutritious than what they get in the brown paper bags. Um, final comment I will make. I would love to see, and I know teachers going to hate me for saying this, I would love to see a second week of parent teacher conferences in the spring. It's great to get together in the fall and talk about here are my goals for my kid. figures that I would like to see and where they go. But it is really hard to not have a second meeting in

138like April time period that says how is my kids doing? How have they done for the year? What do we need to prep them for the next year? Are there things we should work on over the summer? I know that is a huge ask and it would require a lot of work, but I would also like to see some conversations about what would be required to be able to implement that uh in the near future. Uh thank you very much. >> Thank you, Miss Jansen. And next we have some study. Thank you. I'd like to make a comment about the proposed calendar for next year. Um I'm part of the I guess around 40% but has children in both school districts. Um I've experienced having children in three school districts and next year we are

139graduating from Fremont and so we'll have a third schedule as well which is fine. But I wanted to I realized I had strong feelings about the calendar and that I wanted to um address I I hate to complain about it because it's such a lovely thing to have a week off at Thanksgiving, but it really is such a burn when you don't get to have that week off, but one of your kids is home, the other kid isn't home and some parents are working, but not all the parents are working and it's just so awkward. Um, so it it it's a child careish issue. I have big kids, so it's not a super big deal. Um, but then it comes up again at the end of the school year because now we're getting out of

140school later and a lot of summer camps start that week that we're still in school. So it affects um last year my eighth grader couldn't volunteer as a a leader in his summer school camp. There only four weeks offered. he was only able to do maybe three weeks because of the late end of school start um start of summer and so and then same for any other summer camps that the kids are trying to do with their they're they all start when our kids are still in school. So please reconsider any changes that don't align with the high school districts. I know Thanksgiving is probably just going to be a thing for always and we only have a few years left but um but it is an issue with those of us who also have

141high schoolers. Thank you. >> Okay. Thank you. And um discussion comments questions. >> Yeah. I wanted to ask about the the Thanksgiving break last year. I can't hear you. >> I can't really hear you. >> Okay. That last year we did have the full week and there were a lot of reasons to have the full week and now this year we don't have it. We just have three days. >> I think the high school district has three days only. We are proposing the four week again. >> Yeah. This is the high school district. >> Oh, this copy of the high school district. >> Yes, it's behind it's the handout. I handed I handed out the handout. Um the third page after the >> as a point of reference. Sorry. Yeah. >> I'm just curious, can

142Fremont High School follow the Sunville district? >> Um, not in this case. Well, again, this is another great opportunity for just conversation. But, um, Fremont High School District adopted last year their 20 there's the this year's and next year's already, so they're set. Um and that kind of helps us um kind of have that starting point um in order for us to develop. So um we I guess it's just another opportunity for us to have conversations, but I am grateful for the frequent high school district who provided um this both calendars as soon as they adopted last year to kind of just give us the starting point. So >> I can share are you like referring to that Thanksgiving? >> Yeah. >> So from my understanding I mean anything can change, right? But it would

143it'll probably not going to happen from the high school perspective because of AP testing. So like you have to start the other semester in January and to get like like the first semester I think is already a little bit shorter and so they can't take any more days off than they already are to get everything they need in to have first semester end before the holiday break in December. Um, I mean, anything can happen, but that is my understanding a big reason why they're not going to add more days off in that first. >> Yeah, I I understand that. Um, you know, I've had kids, you know, at Fremont, Columbia, and Fairwood. So, I understand um um Ambrosia's um request um cuz it is hard to have like you know um babysitters or you know

144if you're working or if you know two of your kids you know and you want to go on a trip but you can't cuz your high school is in school and um you know just the schedule doesn't line up. Um, is there any way to see how many families in the um, Sunnyville school district that like the the whole week off like like a vote or a poll or >> um I don't know I'm hedging because yeah the the have to be instructional minutes. There's a lot of functions that would would um do that and I have a funny feeling it would might come back kind of mixed and so I'm not afraid of doing that but I that would push us back a little bit to to make that determination. We tried the full

145week off again based off of the attendance tends to drop Monday and Tuesday into that week as well. Um, and then the fact that we we we have so many days, if you will, plus the staff development days that the high school district doesn't because again, they're like to Michelle's point, they're trying to balance the two semesters between the Christmas break. If we compact a little bit this way, we're never going to align up at the end. We've done multiple calculations to that effect. And it's kind of an impossible calculation in that regard given the variables in two the both districts don't line up nicely. So we're about I would say the two variances um to Ambrosia's point is that we don't align during the Thanksgiving holiday but we made that determination just for that

146complete break and the attendance goes down on the Monday and the Tuesday because people tend to take that off and then um the end of the year because of our number of days um that we offer ex is is a little bit more than the high school plus they're trying to frontload a little bit on the before the December break. So, um, but we again we aligned at the 17th of March. Um, which for a long time we didn't. It was just kind of this floating component. So, um, I'm making big hand gestures now, which means I need to stop talking because I'm going in circles. That's my tell. >> I was going to say like like not way longterm, but longtermish from a perspective of lining up with high school. We are more lined

147up with the high school than we were I don't know five or six. >> Correct. So, those are the two big parts. So, um, yeah. And again, so I apologize. I don't I I would hesitate to then just throw it out to the parents to say, "Hey, who wants this or that?" So, >> and we want to hear from everybody, >> right? >> So, again, we it wasn't just because we like the week. It was again for instructional component. It was a good break. It it helps us with ending on a um end on a Thursday. So that way the teacher's last day I'm sorry on a Wednesday for there there's there's several variables then that we would start to hear as we we would give this is an imperfect solution. So um and Peggy

148I do have a couple of answers um to the board regarding some of the the comments that were given if you don't mind. >> Excellent. I'll start with the unimportant one from Courtney. Um in ed code um the holidays that we provide um are kind of dictated by that calendar. So, if we're making an adjustment to that, which we are because it usually goes Monday, Monday or the two like you're saying, we put it all in the same week, we need to actually call that out and there'll be a resolution coming to you because we were weirdly out of compliance for about five years. Um, with that piece, if that makes any sense. There'll be a resolution on that comes that we are honoring President's Day and that day. So, that's a technical component. Um,

149but I will own the fact that we didn't have we should have been bringing that to you in the first place. >> Say that slower. >> Okay. Well, I'm going to ask. So, I know this because my birthday is February 11th. So, Lincoln's birthday is February 12th. So, you have Lincoln's birthday February 12th and you have Washington's birthday. I actually don't know that it's not on your birthday, but around that time. So, so essentially, right, they combine the two to make President's Day honoring those two birthdays. And then you can ask >> just just as a practice I think what happens is is that you restate the question so that you're not answering the public >> just but um so but uh just can you just say what you said but slower? >> Yes. >>

150Okay. >> Ed says the two the two holiday sorry this is me thinking um are are on two different weeks. So in order for us to recognize not recognize it on the day or else there would be this random day off the week prior to recognize during the the president's week of which we February break which we do we need to have a resolution that you approve this it's like a it's a procedural thing >> because it's on a Wednesday got it >> we would have this random the week before and then the president's week or so. So my question is I actually this year we had some calendar days where we had a staff development stacked with a TLD right this year >> um >> no is that something we've done before >> we

151we try not to because then that's backtoback that's a lot of professional development and meetings and then um students not into it. >> Yeah. Okay. >> Can I ask about that October day? with is that so we have the staff development date on October 12th which is a Monday and then the following week is the TLD which is that Tuesday and the question had been um can we put them next to each other >> we could but I think Bridget asked that kind of that point that's like that's not a non- studentent contact day and then a half day for the elementary so we try not to do that >> because the TLD is also used for training >> correctings Right. >> Can can I ask um why 181 days is amazing? Is it amazing?

152>> Yes, because Ed code dictates public schools offer 180 days and we offer 181 days of instruction here and this >> should be amazing because we also like there's half days, right? So like >> correct. Other districts also have minimum days as well. So just to have this extra day on the books >> to be amazing >> is amazing. And then >> we pay people for it. >> We do. >> Yeah. No, I understand. But there is a big stagger at the end of the year between high school and I mean just how amazing how how much do we need to be amazing? I mean really what is the purpose of that extra day? Is it pride? >> No, it was it's a Sunnyville some some I don't even know how long it's been, >>

153but it's extra minutes. >> Yeah, it's extra minutes as well. And it's an extra student day of student contact. >> Okay. >> Yeah. I don't mean again I'm you know sometimes I'm silly but this one's not because when I talk to districts across the state everyone says 180 days we have 181 and then to the superintendent's point the instructional minutes is another calculation that goes above that but the fact that we have a container of 181 days versus 180. >> Okay. Also, I I just want to I I do understand that um you know, my my kids were three years apart and so uh the varying schedules for middle school, you know, versus what was going on in elementary school later when one was in high school and one was in middle school. Um parents,

154you know, going through the grinder anyway, right? like, you know, everything from, you know, just it being so unfair that someone gets to go to, you know, start school late and sleep in a little more or whatever and then it's so unfair that someone gets out early, you know, just from like you just period for years. So, I understand the frustration by the time they're high school and they they want everything to line up. I I um I'm hope I I do think like not all districts do even have the February break, right? Um and if if we're looking at you know trying to provide um breaks for our staff and you know like just sanity to get through to the spring to the finish line and into testing and everything. Um, you know, it's

155one it's a full week that kids are out of school. That's really hard on some families. Um, not the families who really want that week to go on vacation. We're elementary school district. They'll take them on vacation anyway. They'll take them anytime, you know. Uh, the families who have that kind of cash. I don't know a lot of helicopter. I have like homey families here, but there's families who go on vacation, you know. Um, so I don't know. I mean, I think if we were really looking at where we would compact things, maybe it would be taking a week off in February or something at some point. But the high school district, they have finals weeks, they have AP testing, they have all this other stuff in their calendar that we don't have. So, we

156can't we don't have control over that. Um, I've heard lots of positive feedback about the Thanksgiving break. um people saying, "Oh, we used to get that." And I don't know if they were in Oak Grove or San Jose Unified, but they were the furled week that just turned into that. So that's how they built their schedule was because they had to have people have unpaid work days in the middle of their school year. Um and that just became the way that they scheduled. So, and they're like, "We I really missed that when I was at that old district." And I'm like, "Okay, well, I'm glad this is working out for you." But um you know and I've even heard feedback from people who say well you know uh even though not both my kids are

157out it's time to spend time with that one child or whatever. So I mean I I get it that there's both. I'm I'm okay with this calendar. Um I uh I'm I'm more interested in like what's happening with our scheduling at the end of the year. how we're going to get to all the promotions and all the open houses and all the stuff that happens in the spring and do the teachers have enough time to teach what they need to teach for testing and um all the other stuff that they're they're hit with in the spring spring activities. I mean spring just seems kind of a in general. So um I'm okay with the calendar. >> I just I have a question about staff development day. I put two on here. Um, is there always

158just two per year? >> There used to be three certificated and two classified. And so the change this year in order to get, and I I apologize if I wasn't clear, we were able to bring um we shifted each one of those days both for classified certificate to the beginning of the school year for the work year. That allows all of our staff to start on the opening day. Um whereas in the past, we had kind of a rolling start. Certificates would all start on in this case the 12th. Then some u some classified staff would start the 13th and the rest would start the 14th. So we worked hard with CSA and SCA this year so that everyone is at that opening kickoff and can attend and then actually um prep at the school

159sites. It makes the sure the pairs are worth the teachers so that they can start kind of articulating and all that. So it used to be 32 and now it is two certificated staff development days and one classif >> and now they have three days before school starts before the end of the weekend. Right. >> Yep. and we start on a Monday. >> And they used to just only sometimes only have one day, right? >> Correct. >> So that's a big improvement if you were the teachers. >> Yeah. >> Used to be two days before school started. >> There used to be two two days. >> Um >> Yeah. So we used to start the kickoff was on Monday, wasn't it? Yeah. >> And then school started Wednesday. >> Yeah, that is correct. >> Yeah.

160>> So they got one extra day. >> Yeah. So we Yeah. We converted this a staff to day from each unit and then put it at the beginning of the year. >> Okay. >> Um I have a a funny or dumb question. There's um like other districts that don't go to school the day after Halloween. >> Okay. >> I I wanted to ask about that. >> Yes, that is a how do I say this? >> Yes, it's an interesting idea. We have tried to do that. Um we it right the Halloween day rolls. Um the good news is um next year that won't happen because it's on a Saturday, but it is something to to to I guess it would need to work if it lined up. So it's just something I'll keep in the

161bank if you will and it depends on where it falls. So because there's pros and cons to that I guess everyone's thinking that they're all everyone just needs a data. >> Sometimes you schedule a staff development date. >> Yeah. >> But yes, it's Yeah. Thank you. And I wanted I wanted to say something about the conference weeks as well. You know, we we had talked when we were doing strategic plan about conference weeks and about um even having middle school conferences and having a end of end of the school year conference and then um I think that at SMS they they put together even funding for middle school conferences and no one took them up on it. So um I think that we could really have because that was part of the student directed learning.

162Students take accountability for their own learning and um you know way a long time ago when I was a teacher at Fairway we had student le conference conferences as young as second and third grade. So, um, you know, I still think that's I think it's in our strategic plan as one of our, uh, measurable outcomes that we were going to strive for. Um, so with the with the new year, maybe we could that could be something that we could revisit. I'm really interest I am interested in talking about student le conferences and middle school conferences and additional topics. Um I have a side note about the TLD the staff development date and the early release days for um PD is that I think we it's not necessarily related to calendar but I think we need

163to be very intentional about what they are doing on those days because I've heard the whole range of like you know not very useful why did they send all the kids home so that we can have these talks and then like some some school sites very useful good stuff you know so um I like that ask for if we're not having the kids come to school then let's make sure that that use of time for the staff is >> teaching strong like teaching learning yes >> but that's okay but the calendar is the function of that and our tool to implement yeah we will definitely work >> I also want to know about um TK and kindergarten that transition the sixth week and now prep Yeah, >> because we did hear during um just about

164like with the negotiations that everyone was happy but then I heard separately people not so happy. So what is uh the research about that and what did we find in terms of teachers and parents this year? >> Well, let me start with the function personally. I'm glad you brought this up because yes, it is a two-year pilot. Um we did negotiate with SCA last year. It's a two-year um revisiting. So there's that first two weeks um shortened date and then we jump in because we did hear a lot of regarding child care um and and a lot of feedback from parents that that six week block was um a long time to get temporary childcare for half dates and so um it is a pilot two two years and you are correct we do want

165to evaluate kind of that component. Um and so yes, that's why it kind of appeared here without it seemed like it magically appeared here, but it was a negotiated agreement from two years to try this out during the 25 26 and 26 27 school year. Um okay. >> So what what is the feedback that we will be soliciting from those teachers specifically? >> We uh we brought that up with SC at the beginning of the year to kind of try to get that component. This first year was obviously kind of a big shift. So we kind of gathered that information. We will also then um we were in the first year of the DRDP component and the TK expansion. So there were a lot of variables >> and uh DRTP is the assessment um that

166the >> Oh, is that the new screener? >> Yeah, I Okay, again I Yes, I got to slow down. I'm slowing down but not too slow. So yeah, thank you. And so, uh, district and SDA acknowledged that there were a lot of variable and moving parts. And so, we want to try and now have that second year to really see kind of how it lands, knowing that the reason why we put that in was additional student contact and um the childcare component, but also then trying to maximize um the instructional program, but then also support uh the the TK teachers as the age got younger. So this year we did a lot of anecdotal visits and and the the site visits that we did and we want to continue that component. But we can now

167um start to have complete conversations because we've been through it one time and then we'll really kind of assess how it goes next year given all of those parts. >> So a more thorough evaluation next fall. >> But it sounds like the evaluation this year was feedback from the teachers union and walkthroughs. >> Right. >> So it was not there was not parent feedback and there was not teacher feedback. Correct. teacher feedback. >> So, will there be that next year as well as the walkthroughs and stuff? Because >> Yeah. Yeah. I think we'll have to because again, it it was a two-year negotiating component to see um and then it it was pretty one of the major factors laid out in in the agreement why we had that as well um during that period was

168for assessments and so there was that other variable. Um but that was independent of the fact that TK students are now younger. So, um, but yes, so I'm hearing that, yes, we need to have multiple measures as we evaluate the second year of this, considering that this was the two-year pilot program. >> What percentage do we know? What percentage of our children in PK have been in preschool? >> Um, I do not have that information. I don't know if we necessarily >> ask. We do know which of our TK students that are articulating from our own preschool, but as far as the 386 TKs, we we I don't have that information. >> Okay. Because No, I mean I think that if the kids have been going to preschool for two or three years, they can

169handle full day. But I understand that not all kids have been in preschool. is power for them as they >> Yeah, that might be that might, you know, the the TQ parents and kindergarten parents, you know, it's it's a little bit of a captive audience because, you know, they're right there and you can you can act like there's not it's not like you're trying to get feedback from the whole school district, right? like it's it's very few classrooms you could probably get um information like as a survey like that like someone could go to the classroom with a clipboard and ask people at drop off like you know this is your child like anyone you didn't catch through the survey you could go and like follow up with because there's just not that many people.

170>> Um so I mean I I would really hope we get those kinds of questions. Um, you know, maybe we could even gather some of that data from this year because otherwise we'll just have one year of data. >> Yeah. >> Like if we could find out from families this year, what did you did your children go to preschool beforehand? And >> you know, what did you how were the first six weeks of school for you? Like before the year is over, we could ask the teachers um for their feedback and hear how much they love it and hate it, you know? I think that would be I think that would be like the the right thing to do because a two-year pilot with as many data points as possible would be better. >> Yeah.

171Before we get further and further away from the beginning of the year and the rose color glasses start setting in. >> Um so what are next steps for this or is this going to be coming back to us for approval on like a consent agenda? Yes, depending on discussion and feedback from the board, it would come back for um approval and then there were, as I mentioned before, there will be that resolution tacked to it regarding the the um President's Day. So, um I'm hearing the overall structure. There's a lot of questions that we want to kind of dig in within what's happening with this. Um but yeah, I'll have some conversations with cabinet and then we'll be prepared to bring this back in February. when we get the approval for this, can we will

172we get a plan for um for the TK? Can we get that like in addition to it or like on the side like as a side note like we're approving this but this and this will be what we're doing to um invest the evaluation of the TK pilot like can we get that with the approval so that we know what the plan is and so we can >> plan for not that we need a result >> right then I'm just pausing because yeah we would want to bring that >> yeah those measures I would want to check in with SDA as well um and So >> yeah, I'll shoot for that. >> Yeah. >> And if it's not a full plan, just like an update, right? Like this is where we're moving in that direction.

173This is what we're going to do. >> Yeah. >> Like not it wouldn't have to be like on these dates, we will need these things, but just you know the back of the napkin and this is how we're going to approach it. >> Perfect. >> Okay. >> Thank you. So that is the end of our discussion items. We uh will need to return to close session. Um so the time is now 8:54 and we will be returning to close session and um reporting out afterwards if there's anything to report back. Thank you. >> Oh, do you want all this stuff? There's so much stuff. >> I know there was like no >> dropping off. Hello. >> All right. Hi. What should we do with all these things? All this nice stuff that kids made. >>

174I don't know. >> Leave them in the back for now. If you don't want to take them with you. >> Yeah. I don't think they'll do any good with me taking them with me. Can I take this stack home though to like and then bring back? >> Yeah. >> Oh, yeah. Tomorrow, right? >> I'll be back soon. >> Although, there's a meeting in here in the morning >> with the instructional coaches. >> Oh, >> that's why you guys are going to be in it. >> Oh, we're over there. Okay. Oh, I didn't know that. >> Oh, our meeting's in that little room there. >> No, this conference from outside. >> I don't know if there's tomorrow. >> Okay. So I just walk in here though. >> Yeah, you come in through here and then we'll

175go that way. >> Oh, right. It's kind of narrow on this side. >> All right. This is extra. >> It is now 10:08 p.m. and I'm calling back to order the Sunnyville School District regularly board meeting. We have some announcements from close session. Our chief teaching and learning officer, Dr. Tasha Dean, has announced her retirement from the Sunnyville School District. The board wishes to express our appreciation for extended service to the district in several capacities that has stretched over the past 13 years. Dr. Dean has drafted a retirement announcement to district personnel that will be distributed tomorrow. The board voted unanimously to in close session to enter a separation and release agreement with Dr. Dean that confirms the terms of her retirement from the district and various retirement benefits. We wish Dr. Dean all the

176best in her future endeavors. Additionally, during its recently concluded closed session, the board voted to approve a settlement agreement resolving the employment of a permanent classified employee number 372926. Under the terms of this agreement, the vote was unanimous. Under the terms of the agreement, the employee agrees to submit their aerobic irrevocable can't revoke it resignation from the district. The district agrees to not initiate further proceedings in connection with the employees employment and the employee agrees to wave and release the district from any and all legal claims relating to or arising out of their employment with the district. And we will be moving to adjournment. Theformational item just theformational item. Okay. So in 14A we have anformational item that is the 2026 2030 de demographers report and we had a previous um presentation about that. Moving

177on to further further meetings and adjournment. Um do I have a motion to adjourn this meeting? >> We've never done that before. >> Okay. If there's no objection, I'll say this meeting is adjourn adjourned at 10:10 p.m. until tomorrow of Friday, January 16th, 2026, 9:00 a.m. We have the governance board meeting. Thank you. Good night, everyone.